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The study aims at examining the role of frequency of L2 exposure combined with interactional input modifications and macro-social factors in achieving more real bilingual acquisition than sole comprehensibility in the setting of Second Language Acquisition. As EFLs speaking Mandarin as the first language are mostly programmed with a settled system of traditional rote learning from school in China, the limited flexibility separates them from ELLs or L1 learners on aspects like being responsive to more linguistic variations in bilingual experience. It causes the linguistic ambiguity among the mainland EFLs community—being capable of comprehending some higher-order input from the books but unable to recognize the new simpler input that bears the same meaning and contexts as what they have already known due to 1) more modifications catering to them and meanwhile 2) lack of sufficient L2 exposure per unit. This study involved some typical text analysis based on EFLs in the college classroom setting, and executed theory of input modification and macro-social factors, together with sufficient L2 exposure, to prove that the first two methodologies stimulate comprehensibility but only certain frequencies of L2 exposure promotes real acquisition for communicative purposes.

Sufficient Exposure to New L2 Input Produces More Acquisition than Comprehensibility in Discourse with EFLs: Hybrid of “Macro-Social Factors”, and “Interactional Input Modifications” with Exposure to New L2 Input